Specialized education of the republic ofuzbekistan termez state university foreign philology faculty

SELECTED PHYSICAL VOCABULARY TOPICS
Clothing. Sweaters are heavy; formal clothes are stiff; casual clothes are loose; footwear changes the way students walk (everyone loves showing high heels or a “slippers shuffle”). With less obvious articles of clothing like hats and socks, students can pantomime putting them on or adjusting them.
Family members. Students usually agree on universals such as mothers hold babies, sons jump around, daughters skip, fathers have a dignified walk, grandparents hobble, and aunts and uncles take on idiosyncratic actions (ask students about their aunts and uncles to discover these characteristics).
Rooms in a house. This topic is usually appropriate to include after students have learned common action terms such as eat, sleep, drink, read, and watch TV. Students pantomime each action depending on what they usually do in each room: they watch TV in the living room, eat in the dining room, and sleep in their bedroom. The garage usually suggests a driving pantomime; for basements, students start at full height and “walk downstairs,” bending their knees as they go.
Colors. It is important to have already studied feelings before using colors in this activity because the two are linked. Students determine for themselves how certain colors make them feel.

I ask them this and write feelings on the board next to each color in a mind-map cloud. After we have explored the emotional range of each color, students walk and show these colors.

Food. Students respond to food item usually by showing a pleased or disgusted overall appearance, varying in terms of severity. I introduce the scale of preference (hate, dislike, like, love, etc.) as part of this lesson, and students explore in advance ways of showing varying degrees of preference for food items.


Conclusion
All stages in the action research were completely done from October 2009 to April 2010. Based on the findings of the research chapter IV, it can be concluded that: TPR can improve the students’ English vocabulary mastery in four aspects: meaning, spelling, pronunciation, and using the words. The most significant improvement was aspect of meaning and spelling. TPR can improve the students’ motivation, achievement, and confidence. During the implementation of the actions, the students were more active and enjoyed the learning activities than the previous condition. The students were actively involved in the teaching learning activities. Before the actions were conducted, the students seemed to be not interested in English and of course unmotivated to learn English. It caused them to have a chat with their friends and often did any other activities. Surely, they neglected the teacher’s explanation. They seemed to listen, but actually they did not. In addition, they were afraid of making mistakes. They were shy to do exercises on the board. Related to vocabulary, most of them only knew the meaning of words.
By applying TPR and the using of media such as VCD, they were more enthusiastic to learn. They got more experience and knowledge in learning new vocabulary that is not only aspect of meaning, but also spelling, pronunciation, and using the words. TPR can improve class management and teaching and learning process. During the implementation of the actions, the English teacher stated that she got more knowledge about teaching English particularly in using TPR. Also, she was inspired to use various kinds of media in teaching learning process. She realized that actually students could learn much if they were taught by using an appropriate method and media. Moreover, the teacher planned to be more creative in teaching English by paying attention to the students’ need and interest.